Week 4 Reflections - Action Plan Refinement

In my meeting with my site supervisor, I gleaned several suggestions which have impacted my action plan.  One adjustment which I have made to my plan is making some slight changes to the timeline.  I also added another evaluation element into the project in the form of an analysis of webinar recordings.  A final point of our discussion was the development of norms for webinar conduct.  These will be developed from information on the pre-survey and researched based information.  Ms. Sellhorn also advised me to inform our clerk of the additional responsibilities with more webinars than usual.  He sets up the webinar rooms and moderates the webinars.  He will have to learn to adjust to the levels of moderation depending on if the webinar has a straightforward audio presentation or is two-way audio enabled.  Finally, we discussed some particulars of the professional development that we will provide after the pre-survey.  Those specifics included choice of levels of moderation, how to control documents during webinars, and how to annotate on PDF documents effectively.  After meeting with Ms. Sellhorn, I feel that my plan is refined and will better meet the needs of the education specialists.

Week 3 Reflections

Having settled on my action research question, I set out to construct my plan.  Setting a timeline became my outline and then I started plugging in the various activiities which will drive the progress of the project.  I found that the readings from the books, along with the discussions with the course's instructors helped to clarify some of the areas which were still vague to me.  I hope to have more feedback for my plan which is posted on this blog that will help me to refine my plan.  I have already thought of a few more ways to "tweak" my action research to make it more effective.

Action Research Plan_Barbara Grayson

Action Research Plan 7.1 Tool Barbara Sue Grayson  EDLD 5301–Research –ET8027 – Cohort 16
Goals:  -       Identify skill set for conducting effective webinars. -       Develop appropriate staff development opportunities to teach the skill set to education specialists in the regional service center -       Increase the skills of education specialists in delivery of webinars
Action Steps	Persons Responsible	Timeline: Start/End	Resources	Evaluation
1.  Discuss goals of action research, set audience, determine timeline	B. Grayson E. Sellhorn	November – December , 2010	Notes on discussion progression, laptop	Determination of action research goal, audience, timeline
2.  Construct pre-survey	B. Grayson E. Sellhorn	January 2011	Schoolwires Survey Tool access, internet access, collected research on webinars, laptop	Review by site supervisor, coordinator
3.  Administer pre-survey	B. Grayson	January 2011	Online survey, internet access, education specialists	Survey completion within time frame
4.  Evaluation of pre-survey resulting in grouping of education specialists by level of proficiency	B. Grayson E. Sellhorn	January 2011	Online survey results, reports, internet access, laptop	Report with listing of education specialists by proficiency level
5.  Formulation of professional development sessions for webinar implementation to support curriculum	B. Grayson E. Sellhorn R. Rodriguez	January 2011	Laptop/desktop, internet access, online professional development system, survey analysis	Professional development session descriptions, workshop setups, webinar setups
6.  Implementation of professional development sessions for webinar implementation	E. Sellhorn R. Rodriguez	February 2011	Evaluation data, laptop, internet access, online professional development system, administrative rights to Adobe Connect Room, Region One DL Studio	Tracking sheet for frequency of webinar occurrence
7.  Webinar sessions to be conducted by education specialists to support core subject area curriculum	Education specialists Teacher/ Administrative Participants B. Grayson E. Sellhorn R. Rodriguez	Will be scheduled between February –May 2011	Laptop/, internet access, Adobe Connect Rooms,  DL Studio as needed	Completion of scheduled webinars
8.  Conduct post-survey	Education specialists B. Grayson E. Sellhorn	June 2011	Laptop/desktop, internet access	Completion of post-survey
9.  Analyze post-survey, webinar evaluations	B. Grayson E. Sellhorn	July 2011	Webinar evaluations, post-survey results, laptop, internet access, presentation	Analysis report
10.  Share results of analysis	B. Grayson E. Sellhorn H. Hesbrook E. Cancino Department Coordinators	August 2011	Meeting room, laptop, projector, presentation, analysis report, workshop frequency report	Collection of feedback from administrators and coordinators
11.  Determine “What’s Next?” for webinar use for education specialists	B. Grayson E. Sellhorn H. Hesbrook E. Cancino Department Coordinators	August 2011	Laptop	List of possibilities

Action Research Ideas

The topics I would like to explore are:

·         Characteristics of teachers who use seamless technology integration

·         Student expectations of technology use for learning

·         Under-utilization of technology resources on campuses

My discussion with my site supervisor is an ongoing conversation that includes these topics.  She liked the idea of conducting a formal inquiry in the form of action research as it will provide insight that our department needs to continue providing current, research-based, data-driven technology professional development.  These findings are necessary as we find that many times districts or campuses will choose a core subject staff development topic as opposed to a technology integration topic.  Our department knows that technology has to be infused into the changing classrooms and so the topic that our discussion leaned towards is the underutilization of technology resources.  She told me that I could choose but we feel that this would provide a lot of necessary information and will probably lead into the exploration of other related topics.

What qualities do teachers who seamlessly integrate technology into their teaching have?The purpose of this action research would be to examine practices including planning for, choice of and availability of technology of teachers who are comfortable with technology and use it as a daily tool to enhance learning experiences in the classroom. The benefactors of this research would be administrators who would see the comfort level of technology use, the types of tools being used and the impact on student engagement. It would allow sharing to occur with other teachers who are not using or are hesitant to use technology and give them methods to begin implementation of technology. Students would be impacted because as the teacher who uses technology effortlessly becomes aware of their practices they will be more comfortable in having students use technology for their own learning.

What are middle school students’ expectations concerning use of technology tools, software and the internet in learning?
The purpose of exploring this question is to qualify the perceptions of students about technology as a learning tool. Many students have access to technology but seeing how they would use it as a learning tool would give teachers new ideas of how to meet the needs of digital natives, increase engagement, and create a cooperative learning environment between students and their teacher. This research could also enlighten administrators and local education boards who are often hesitant to allow students freedom with technology. Ultimately this research could impact the delivery style of classroom instruction and reformulate parts of the curriculum.

What type of technology tools are available to teachers but not being utilized?
I have discovered through conducting technology integration staff development, that many teachers are not aware of available technology or do not know how to use it because there was no staff development provided.

The purpose of this research question would create an inventory of technology tools available, provide patterns of use, identify who is/is not using the tools, and lead to other questions concerning technology professional development. Those who would benefit first would be the teachers. They may find some technology tools that they did not know existed for their use. It would also encourage them to attend the staff development which would enable them to use them for instruction and ultimately for student use. Second, from my last statement, students would benefit because their teachers would be comfortable using the tech tools and this creates a more engaging environment for a digital learner.

Most of my peers who responded liked the third idea, and I feel that it may be the most productive choice.                                                                                                                --Barbara Sue

Week 2 - Feedback from Peers

This week has been a bit disconnected with travel and holidays and fitting in time to complete Week 2 assignements.  I posted 3 ideas and had some wonderful feedback from my peers. From our discussions, I have decided to pursue the very idea that I was leaning towards for my action research. 

I also found that attending the web conference was a great generator of ideas for research now and later.  I have always taken a "start from a blank page" type of person, but also appreciate brainstorming with other professionals.  There seems to be a synergism that develops when a common topic is approached by an interested group of people.  I find that while I may originate an idea, it almost always becomes a better idea when you ask for and consider new viewpoints, aspects, and opinions of others on the same idea.

                                                                 Have a great week!--Barbara Sue

Use of Blogs by Educational Leaders

Blogs can be utilized by educational leaders in a variety of ways.  In relation to action research, the blog could become a journal of discovery as the research is conducted.  Sharing the journal with other campus or district leaders or the researcher themselves could provide insightful reflections thus adding to the body of knowledge which is produced by the research (Dana, p. 87).    The use of blogs can also encourage students to write.  In an example from Dana's book, a principal would visit a class using writer's workshop and write about an action research project while the students were journaling (Dana, p. 89).  What a role model for writing and blogging!  From this example, another use for blogs could be for gathering student, parent or community input. Continuing in this vein of thought, blogs could be utilized for the purpose of mentoring.  Imagine community members who would like to assist students with education but whose work schedules do not allow them to be at the school in person during the typical campus schedule.  Through a blog, eligible mentors could communicate with students any time.  Blogs can also connect administrators to learning communities of other adminstrators, thus providing another source of solutions to those research questions.  In conclusion, blogs can be a productive tool for administrators, both for research and collaboration.

Action Research - Definition and Probable Use

Action research is a process by which a problem within a practice is determine, examined, documented with proof and used to make positive changes to that practice.  The process is systematic and starts with determining a problem area and posing a question to be answered.  Once the question is formulated, the situation is examined and data is gathered.  For example, if student progress using a specific strategy is being questioned, then initial and final grades for a grading period would be collected for supporting data.  Research would determine if the current strategy is the best or if a change is suggested.  If the data shows positive growth, progress or impact then the answer to the research question would be that the current practice would continue.  If the data shows negative results, then another action research project may be undertaken to determine how to increase student achievement.  Action research includes reflection which occurs through the examination of data along with relevant current research materials that supports the inquiry.  The questions and reflections also help the researcher develop insights into their own practices.  Sharing of the findings after reflecting is another important component of an action research.  Action research is known as one of the most powerful staff development tools for systematic study of current practices. 

Uses for action research in my current position could include the study of current technology practices in school districts to determine staff development needs.  There are many questions from choice of technology tools or software to securing networks to provide a safe digital environment for students.  The questions can change as often as the technology evolves, so action research would be a dynamic process.